Autism and The Idea Writing Trait: A Hypothetical Lesson Plan
The writing trait Idea is defined as the meaning and development of the message.Within this, one must ensure that the topic is narrow and manageable.Details surrounding the message are plentiful, accurate, and original.The author may write from experience but also anticipate potential reader’s questions.
However, if one were to have a child with autism in the classroom, what difficulties could the teacher be faced with the student’s disabilities?
Consider the following scenario: the English unit is currently focusing on character development.In classic literature, the protagonist and antagonist are often foils.By definition, a foil stands in contrast to the main character in order to highlight the main character’s qualities.
The assignment given to the general class is to create a foil for the protagonist of the current book.However, how may the assignment be differentiated for the student with autism?
In the following outline, the condition known as autism will be described and the social skill deficiencies will be particularly discussed.This is because due to the writing trait being examined, an individual must be able to take the perspective of others for character development.Following, a differentiated assignment will be designed for the student with autism.
To be diagnosed with autism, individuals must display the following features:
A. Six or more of any combinations of the following: i. Impairments in social interactions ii. Impairments in communication iii. Echolalia iv. Robotic speech v. Neologisms B. Stereotypical behavior i. Body rocking ii. Hand flapping iii. Finger movements iv. Fascination with objects or object parts C. Onset before age 3.
II. Individuals with autism have difficulties with social skills A. They have difficulty interpreting the social cues of other people.
i. They have problems discriminating intentions of other individuals’ body cues. ii. A wink and frown may not be easily interpreted.
B. Students with autism may have difficulties seeing the perspectives of other individuals.
i. They have an inability to comprehend other people may have their own goals and feelings. ii. They have difficulties empathizing.
Now, let’s recap the assignment given to the general class:
Consider the following scenario: the English unit is currently focusing on character development.In classic literature, the protagonist and antagonist are often foils.By definition, a foil stands in contrast to the main character in order to highlight the main character’s qualities.The assignment given to the general class is to create a foil for the protagonist of the current book.
Because the student with autism has difficulties taking the perspective of others, it may prove to be a challenge to initially expect the student to create a foil for the main character.What one could do instead is have the student create a characterization of him or herself.Following, the student could find the OPPOSITES of his or her characteristics and assign this to a foil that the student could then name and create from the traits.
I.Create a characterization of self. A.Note personality traits. B.Note hobbies. II.Create a foil from the student’s self characterization. A.The student would have to find the opposites of the traits he or she assigned to him or herself. B.After, have the student assign these traits to an individual that he or she can name.If desired, the student may draw a picture of the new character. C.Explain to the student that the idea behind the foil is to highlight the protagonist’s characteristics. D.The person that he or she created is the opposite or foil of him or herself.
Rocky and his foil Dolph Lundgrun
Hamilton, C., Brindley, R, & Frith, U. (2009). Visual perspective taking impairment in children with autistic spectrum disorder.Cognition, 113, 37-44.
Hobson, R.B., Lee, A., & Hobson, J.A. (2009).Quality of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22.
Krahn, T.& Fenton, A. (2009). Autism, empathy and questions of moral agency. Journal for the Theory of Social Behavior, 39, 145-165.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2007). Teaching Students Who Are Exceptional, Diverse, and at Risk. (4th ed.). Boston: Pearson Education Inc.
Autism and The Idea Writing Trait: A Hypothetical Lesson Plan
The writing trait Idea is defined as the meaning and development of the message. Within this, one must ensure that the topic is narrow and manageable. Details surrounding the message are plentiful, accurate, and original. The author may write from experience but also anticipate potential reader’s questions.
However, if one were to have a child with autism in the classroom, what difficulties could the teacher be faced with the student’s disabilities?
Consider the following scenario: the English unit is currently focusing on character development. In classic literature, the protagonist and antagonist are often foils. By definition, a foil stands in contrast to the main character in order to highlight the main character’s qualities.
The assignment given to the general class is to create a foil for the protagonist of the current book. However, how may the assignment be differentiated for the student with autism?
In the following outline, the condition known as autism will be described and the social skill deficiencies will be particularly discussed. This is because due to the writing trait being examined, an individual must be able to take the perspective of others for character development. Following, a differentiated assignment will be designed for the student with autism.
To be diagnosed with autism, individuals must display the following features:
A. Six or more of any combinations of the following:
i. Impairments in social interactions
ii. Impairments in communication
iii. Echolalia
iv. Robotic speech
v. Neologisms
B. Stereotypical behavior
i. Body rocking
ii. Hand flapping
iii. Finger movements
iv. Fascination with objects or object parts
C. Onset before age 3.
II. Individuals with autism have difficulties with social skills
A. They have difficulty interpreting the social cues of other people.
i. They have problems discriminating intentions of other individuals’ body cues.
ii. A wink and frown may not be easily interpreted.
B. Students with autism may have difficulties seeing the perspectives of other individuals.
i. They have an inability to comprehend other people may have their own goals and feelings.
ii. They have difficulties empathizing.
Now, let’s recap the assignment given to the general class:
Consider the following scenario: the English unit is currently focusing on character development. In classic literature, the protagonist and antagonist are often foils. By definition, a foil stands in contrast to the main character in order to highlight the main character’s qualities. The assignment given to the general class is to create a foil for the protagonist of the current book.
Because the student with autism has difficulties taking the perspective of others, it may prove to be a challenge to initially expect the student to create a foil for the main character. What one could do instead is have the student create a characterization of him or herself. Following, the student could find the OPPOSITES of his or her characteristics and assign this to a foil that the student could then name and create from the traits.
I. Create a characterization of self.
A. Note personality traits.
B. Note hobbies.
II. Create a foil from the student’s self characterization.
A. The student would have to find the opposites of the traits he or she assigned to him or herself.
B. After, have the student assign these traits to an individual that he or she can name. If desired, the student may draw a picture of the new character.
C. Explain to the student that the idea behind the foil is to highlight the protagonist’s characteristics.
D. The person that he or she created is the opposite or foil of him or herself.
Rocky and his foil Dolph Lundgrun
Hamilton, C., Brindley, R, & Frith, U. (2009). Visual perspective taking impairment in children with autistic spectrum disorder. Cognition, 113, 37-44.
Hobson, R.B., Lee, A., & Hobson, J.A. (2009). Quality of symbolic play among children with autism: A social-developmental perspective. Journal of Autism and Developmental Disorders, 39, 12-22.
Krahn, T. & Fenton, A. (2009). Autism, empathy and questions of moral agency. Journal for the Theory of Social Behavior, 39, 145-165.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2007). Teaching Students Who Are Exceptional, Diverse, and at Risk. (4th ed.). Boston: Pearson Education Inc.
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